Guide to Application Writing for Classroom Teacher Positions

Guide to Application Writing for Classroom Teacher Positions

Guide to Application Writing for Classroom Teacher Positions In this document you’ll find detailed information about how to address the specific selection criteria for an advertised classroom teacher position and what to include in your application. © January 2015 (Updated) NSW Department of Education and Communities

Guide to Application Writing for Classroom Teacher Positions

Index 2 Index Introduction page 3 Locating advertised positions page 5 Research page 6 Your curriculum vitae (CV) page 7 Your work experience page 10 Addressing the selection criteria – secondary teacher mathematics page 11 o Approval to teach mathematics 7-12 page 13 o Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 page 15 o Capacity to integrate technology into effective classroom practice page 17 o Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs page 19 Addressing the selection criteria – secondary teacher science page 21 o Approval to teach physics, chemistry and science Years 7-10 page 23 o Skills and/or experience catering for gifted and talented students page 24 o Demonstrated communication and interpersonal skills with the capacity to work with students, parents, teachers and staff page 26 o Capacity to contribute to both faculty and whole school programs page 29 Addressing the selection criteria – primary teacher page 31 o Approval to teach K-6 page 33 o Skills and/or willingness to lead or coordinate the computer technology program page 36 o Understanding of and sensitivity to the needs of students from a non-English speaking background and students from low socio-economic status communities page 38 o Relevant skills and/or experience to undertake programs in dance and sport page 41 o Knowledge of and commitment to the Department's Aboriginal education policies page 42 Including results and outcomes when addressing selection criteria page 45 Following the correct format page 46 Putting it all together in a document addressing all selection criteria page 47 o Secondary teacher mathematics page 48 o Secondary teacher science page 50 o Primary teacher page 52 Some final suggestions page 54

Guide to Application Writing for Classroom Teacher Positions

Introduction 3 Introduction Submitting your online application is the first step in applying for a permanent teaching appointment with the NSW Department of Education and Communities. From the large number of people who submit an application for each job that is advertised, only a few will be selected to be interviewed. Writing an application that follows the correct format and addresses the specific position criteria is essential if you want to make the interview list and have the best chance of being the recommended applicant for the position.

This guide is not a template for an application, so don’t be tempted to copy the examples given.

Rather, use them to understand the way your application should be structured and the type of information you should include. Your application must be as individual as you are. Read the position advertisement carefully, research the school at which the job is advertised and submit a fresh application for each position for which you apply. Don’t use exactly the same information each time, as every position will be seeking different skills and experiences.

To submit your online application on jobs.nsw, after you have registered or logged-in, there are 9 steps to complete:  Step 1: Personal Details  Step 2: Education  Step 3: Work Experience  Step 4: Diversity Information  Step 5: References  Step 6: Application Form  Step 7: Supporting Documents  Step 8: Disclaimer  Step 9: Summary At Step 7: Supporting Documents, you will be required to attach a Word or PDF document in which you have addressed the specific selection criteria. You must address all selection criteria for an advertised position.

This guide includes information about how to address specific selection criteria, with sample responses for three positions: secondary teacher mathematics, secondary teacher science and primary teacher.

These samples are relevant no matter what your teaching method or discipline, particularly when you realise the commonality of many selection criteria, so read them all. You might not be a science teacher, but the position for which you are applying may use similar criteria, so you will see how to go about preparing your application. It is important to note that your statements addressing the specific selection criteria should be relevant and concise. Attaching a curriculum vitae (CV) is optional, as most of the information found in a CV will be entered during the 9 steps of the online application process.

If you wish to attach a CV, please ensure it is focused and succinct, as per the samples given, and attach it at Step 7: Supporting Documents.

Guide to Application Writing for Classroom Teacher Positions

Introduction 4 There is no need to attach a covering letter. Please note: previous page limits for applications no longer apply. However, you must ensure you address the selection criteria in a concise and relevant manner. Applicants for advertised positions are responsible for ensuring that all information in the application is complete, correct and prepared by the applicant. Any statement found to be misleading may result in rejection of the application. If a statement is found to be misleading and the applicant has been appointed, the appointment may be rescinded and action taken in relation to the Department’s Code of Conduct.

Guide to Application Writing for Classroom Teacher Positions

Locating Advertised Positions 5 Locating advertised positions Start your search for a permanent teaching position at the DEC Careers webpage. Go to www.dec.nsw.gov.au/about-us/careers-centre to locate advertised teaching opportunities (a Google search for DEC careers will find it). Here you can click on the link that is most appropriate to your job search, and the link will take you directly to the relevant section of jobs.nsw. (All permanent school positions advertised externally will be posted on jobs.nsw.) Applications for permanent teaching positions may only be made online through jobs.nsw.

If you are applying for a school position you must submit your application by 4:00pm Eastern Standard Time on the closing date.

Research 6 Research Before you begin your application, do some basic research on the school at which you are applying for a position. A good place to start is the school’s website. Make sure you look at the school’s Annual School Reports, which will let you know what’s been going on at the school and its priorities. Look for information like:  The number of students at the school  The school’s targets, for example in literacy or numeracy  The type of school, for example comprehensive or co-educational or a multi-campus college  Programs in which the school is involved.

You might use this information to show you understand the context of the school and to select the best examples from your background to address each criterion.

For example: o The school is co-educational, so you could show how you meet the needs of both boys and girls o The school is a senior campus of a college, so you could show how you meet the needs of senior students o The school is a 7-12 high school, so you could show how you meet the needs of both junior and senior students o The school has a high proportion of students from a non-English speaking background, so you could show how you address the literacy needs of students for whom English is their second language o The school has a high proportion of students who identify as Aboriginal or Torres Strait Islanders, so you could show how you incorporate their perspectives and learning objectives into your teaching and learning practices.

Your curriculum vitae (CV) 7 Your curriculum vitae (CV) When applying for a teaching position through jobs.nsw, the inclusion of a separate CV is optional. The essential information found in a CV will be entered during the 9 steps of the online application process. If you do wish to attach a CV, please ensure it is focused and succinct, as per the samples which follow, and attach it at Step 7: Supporting Documents. You may include: o Contact details o Tertiary qualifications (most recent qualifications first) including courses undertaken and teaching methods o Optional additional (relevant) qualifications o Teaching history – this can include temporary and casual positions (list your most recent experience first) o Details of THREE referees including position, location and contact information (including a mobile telephone number if available).

For permanent DEC employees, your current Principal must be the first referee. External applicants should include your current or most recent supervisor as a referee. If you have completed a substantial period of temporary teaching, it may be possible to have a principal as referee. (Please don’t say you will provide referees on request, as they must be included in your CV when you submit it.) Skills and abilities are not included in these sample CVs as you would enter these under the appropriate selection criteria. It is also not necessary to mention where you went to school or your hobbies and interests.

Any employment that is not related to your teaching application should be excluded, so leave out the job you had at the local supermarket while you were in high school. However, if your past employment has relevance to your application for a teaching position, it may be included. Examples might include someone applying for a science position who has previously worked as a research scientist, or someone applying for a position which includes dance as a skill, who has previously worked as a dance teacher.

Note that each of the following samples is succinct and has a length of one page. Remember, the inclusion of a CV is optional.

Your curriculum vitae (CV) 8 Sample 1: Curriculum vitae (CV) Antoinette Smithson - CV 123 Solar Avenue Solarville NSW 1234 P: 1234 567 890 P: (02) 1234 5678 E: antoinette.smithson11@det.nsw.edu.au Tertiary Qualifications 2011 Bachelor of Education (Secondary Mathematics) – William Keats University o History and Survey of Mathematics o Group Processes in the School and Classroom o Curriculum Studies o Computers in Teaching o Multivariable Calculus o Linear Algebra Teaching Experience 2013 Terms 1 - 2 Teacher mathematics (temporary) Kellytown High School 2012 Term 4 Teacher computing studies (temporary) Kellytown High School 2012 Terms 1 - 3 Teacher mathematics (temporary) January High School 2011 Term 4 casual teacher – various subjects January High School Referees John Swanson Principal Kellytown High School 2345 1234 Nicole Wilson Deputy Principal Kellytown High School 2345 1234 Timothy Buksh Head Teacher Mathematics January High School 4567 1234

Your curriculum vitae (CV) 9 Sample 2: Curriculum vitae (CV) Curriculum Vitae of Malcolm Satrapy PERSONAL DETAILS 57 Aconda Drive Central Mountain 1235 0987 654 321 malcolm.satday21@det.nsw.edu.au NSW Institute of Teachers Accreditation Number: 876543 Approval Number: 654321 Application for Position: Classroom Teacher Summerville Public School Tertiary Qualifications 2010 Bachelor of Education (Primary) – John Shakespeare University o Mathematics in the Primary School o Language and Text in the Primary School o PD/Health/PE in the Primary School o Indigenous Education in the Primary School o Creative Arts in the Primary School o Literary Studies in the Primary School Teaching Experience 2013 Term 2 to Term 4 – Release from face to face teacher (temporary) at January Public School 2013 Term 1 – Year 5 classroom teacher (temporary) Term 1 at January Public School 2012 Term 2 to Term 4 – Year 1 classroom teacher (temporary) at Kellytown Public School 2012 Term 1 – casual employment at Kellytown Public School and January Public School 2011 Term 3 to Term 4 – Kindergarten teacher (temporary) at Blue Hills Public School 2011 Term 1 to Term 2 – Casual employment at various schools in south western Sydney Other Training/Professional Learning o Senior First Aid and Emergency CPR (2010 renewed 2012) o Active After School Community Coaching (2012) o Maths Matters Training (2012) o Accelerated Literacy in the NSW context (2011) o Operating Connected Classroom equipment (March 2011) Referees 1.

Maria Dench Principal January Public School 4567 8901 2. Rob Dias Pires Assistant Principal January Public School 4567 8901 3. Susan Morgan Principal Kellytown Public School 2345 6789

Your work experience 10 Your work experience Step 3 of the online application process at jobs.nsw asks you to enter details of your work experience. This is not where you address the selection criteria, but is the place where you include a summary of your responsibilities or achievements for each of your teaching work experiences. This section can be a good place for the selection panel to learn things about you that may not have been included in your responses to the specific selection criteria. Some examples of the type of things you may include are:
  • effectively used the literacy, numeracy and Best Start continuums to assess and monitor student progress and inform teaching and learning
  • coordinated and conducted senior choirs and collaborated with other schools in combined choirs
  • coached and umpired PSSA boys’ and girls’ soccer teams
  • established and maintained a class blog
  • catered for students with learning difficulties and a student with a severe visual impairment. Taught Preliminary and HSC chemistry and biology, Years 7-10 science classes including selective, GAT, mainstream and support-unit classes.

Computer Coordinator  Junior and Senior Netball Coach  Member of the Literacy and Numeracy Committees  Environmental Club Coordinator  Taught the full range of PDHPE Stage 4, 5 and 6, PASS, Community and Family Studies, Sport, Lifestyle and Recreation as well as Years 7-10 Science  Coached various school, zone and knockout teams  Hold a Level 1 coaching certificate in athletics  Contributed to faculty and school teams including the Science Curriculum Team, Literacy and Numeracy Team, HSC Success Tutoring Program and Duke of Edinburgh. Remember, it’s important to be brief in this section.

This section requires a summary only and is not where you address the selection criteria.

Addressing the selection criteria – secondary teacher mathematics 11 Addressing the selection criteria – secondary teacher mathematics The most important thing you must do in your application is address the selection criteria. This will demonstrate how your specific skills, knowledge and abilities make you a candidate who the selection panel will want to interview for the advertised role. This will be entered at Step 7 of the online application process at jobs.nsw. Below is an example of selection criteria for a mathematics teacher position at a secondary school. The example has four criteria but there could also be fewer or more, as an advertised position does not have a fixed number of criteria.

It is important to address each one separately and not leave any out. Be aware that you can use the same example under different criteria, but presented from a different perspective or with a different emphasis. If you are a new scheme teacher, you could use examples from when you completed your practicums or internships, or from your temporary teaching experiences. Selection Criteria Approval to teach mathematics Years 7-12. Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2. Capacity to integrate technology into effective classroom practice. Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs.

For this position there are four separate criteria to be addressed. 1. Approval to teach mathematics Years 7-12 You will receive your approval to teach when you meet the requirements set by the NSW Department of Education and Communities. New scheme teachers will also need to satisfy the requirements set by the Board of Studies, Teaching and Educational Standards (BOSTES). For more information see: http://www.dec.nsw.gov.au/about-us/careers-centre/school-careers/teaching/y our-teachingcareer/trained-teachers/apply-to-teach You might think that there isn’t much to say for this criterion, other than the fact you have your approval to teach.

This is not the case. To impress the panel you need to give some detail about your teaching experience and practices, and demonstrate your knowledge and understanding of quality teaching. This is also where you could select examples from your experience that are relevant to the needs of the school at which you are applying for a position.

Have a look at the sample responses on pages 13 – 14, and start to think about your experience and the examples you could use. To access the document Quality teaching in NSW public schools, please go to: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf

Addressing the selection criteria – secondary teacher mathematics 12 2. Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 ‘Demonstrated capacity’ means you have successfully used these skills in the past and can discuss specific examples. This criterion gives you the option of discussing demonstrated capacity and/or experience teaching mathematics extensions 1 and 2.

Under this criterion you could outline: o how your experience shows that you have the capacity and skills to teach mathematics extensions 1 and 2 (you will have used these skills elsewhere but may not yet have taught these subjects in a high school classroom) and/or o your actual experience teaching mathematics extensions 1 and 2 in a high school classroom. So if you haven’t yet taught mathematics extensions 1 or 2, you could discuss the subjects you studied at university that are relevant to teaching mathematics extensions 1 and 2. You could also discuss relevant experience, for example if you have tutored mathematics extension 1 students.

3. Capacity to integrate technology into effective classroom practice ‘Capacity’ means you have the necessary skills or qualities but may not be able to discuss instances where you have demonstrated this in a significant way (such as in a classroom). For example, under this criterion you could outline your skills using specific software and how these may be transferable into effective classroom practice. If you do have experience integrating technology into the classroom then you would detail your experience here.

4. Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs. Once again, ‘capacity’ means you have the necessary skills or qualities but may not be able to discuss instances where you have demonstrated this in a significant way. Under this criterion there are two keys things on which you must focus: your knowledge of the Quality Teaching model and your ability to effectively teach students with diverse learning needs. To address this criterion you could give examples of engaging lessons you delivered that integrated the Quality Teaching model and catered for students with diverse learning needs.

The NSW Quality Teaching model can be found at: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf If you are unsure about the meaning of any criterion, seek clarification from the contact person whose details are given in the advertisement. Let’s have a look at some samples of how other people addressed these criteria. We’ll look at one criterion at a time. The samples offer different strengths and weaknesses in terms of the information included. While you are reading the samples, think about what is effective but also how they could be improved. Are the criteria strongly addressed? Are examples given and results stated? Note also that each sample may not follow the exact form of the other samples.

There are dot points, paragraphs, words or phrases in bold, italics, variations in spacing, introductory and concluding statements. In terms of setting out, you may choose which way you’d like to address the criteria.

Addressing the selection criteria – secondary teacher mathematics 13 Approval to teach mathematics Years 7-12 Sample 1: Approval to teach mathematics Years 7-12 I have an outstanding record of successful teaching experience and improvement in student outcomes that has included a range of communities and their schools, teaching all levels of mathematics to students from a diverse range of backgrounds and abilities.  I have the Department of Education and Communities’ approval to teach mathematics 7 – 12  Extensive experience in teaching higher level mathematics. My experience teaching 2 unit mathematics, mathematics extension 1 and mathematics extension 2 gives me significant knowledge and understanding of the content of these courses and the HSC requirements of students.

My students have consistently achieved excellent scores in the HSC with all my mathematics extension 1 and 2 students achieving Bands E3 and E4  A detailed knowledge of the mathematics curriculum. I was an active member of the faculty team that designed and wrote the teaching programs currently being used at Smithville High School for Years 7 – 10, 2 unit mathematics and mathematics extension 1, with a focus on the syllabus and curriculum. These programs are inclusive in nature and provide clear pathways for moving students to a deep knowledge and understanding of mathematics. This has provided me with an in-depth knowledge of the curriculum and excellent skills to program for the implementation of the National Curriculum in 2014  Written assessment tasks for Years 7  12.

I have designed tasks which include explicit quality criteria, clear marking guidelines and feedback sheets which provide detailed and meaningful feedback to students  Created a wide range of resources that support lessons by providing a concrete, visual context, provision for acceleration and compression of content as well as assisting student note building. These resources are widely used within the faculty providing the opportunity to discuss pedagogy and provide assistance to teachers new to a course. In addition many of these resources are electronic so that they can be modified as required  A passion for the teaching and learning of mathematics is of utmost importance as it is this passion which ignites enthusiasm and urges students to achieve their personal best.

I am a passionate advocate of mathematics education fuelled by the belief that mathematics is not just content but the ability to be able to think mathematically in our world, to solve abstract, complicated, multi-perspective problems in a creative and logical manner. I successfully apply the Quality Teaching model enabling students to develop and gain confidence in their skills and abilities as well as an understanding of the importance of mathematics in all cultures.

Remember, if you are a new scheme teacher, you could use examples from when you completed your practicums or internships, or from your temporary teaching experiences. Take another look at the example above under ‘A detailed knowledge of the mathematics curriculum’. Think about the teams in which you have been an active member and examples you could use. The applicant’s relevant teaching experience and specific student results The applicant’s specific knowledge and its relevance to teaching practice The applicant’s teaching practices and the resulting impacts on teaching and learning Detail of the applicant’s approval to teach Introductory statement addressing criterion

Addressing the selection criteria – secondary teacher mathematics 14 Sample 2: Approval to teach mathematics Years 7-12 I have demonstrated my ability to work effectively with staff and students through:  Successfully teaching 7-12 mathematics to a diverse range of students at Millertown High School from 2008 to the present. I have taught Stages 4/5 and Stage 6 general mathematics, advanced mathematics, extension 1 (currently teaching) and extension 2. I am continuously working to prepare resources to teach mathematics at all stages, including mathematics extensions 1 and 2  Creating, implementing and evaluating effective and innovative teaching and learning programs directly relating to students’ individual learning needs and abilities.

I have continually developed and adapted my delivery and style to suit the needs of the students. Making sure that lessons are enjoyable and pitched correctly ensures that the students are given effective learning opportunities. All lessons have been structured alongside the range and content of NSW curriculum and by implementing the relevant pedagogy attached to those topics  Structured lessons. I have incorporated a wide range of strategies and resources in my teaching and learning programs such as student centred activities, cooperative learning, utilising strategies such as visual aids using technology, timed lesson activities with clear step by step instructions on how to approach a task and clearly defined ways to succeed.

The structured lessons with shorter learning activities build on each providing students’ ongoing success  Strong commitment to professional learning through attendance at in-service sessions and participating in teacher social media such as MAANG, MATHS LINKS, EDMODO Maths Communities, FACEBOOK groups which includes MANSW, GEOGEBRA etc. I also demonstrate my commitment to the NSW Quality Teaching model by applying the framework in my lessons to ensure they are meaningful and engaging for students  Positive Behaviour for Learning Goals. I use a proactive approach by clearly defining expected behaviours and awarding students with class merits as part of the school merit system  Student Welfare.

I am committed to providing a safe, supportive and positive environment which promotes learning and the achievement of successful outcomes following school welfare policies. I have actively monitored student progress, issued and followed up Letters of Concern and maintained communication with parents.

On page 8 it was noted that the same example could also be used under different criteria by highlighting a different perspective or with a different emphasis. In the sample above, the statement about structured lessons could also be used under another criterion, such as ‘Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs’. However, you must ensure you do more than cut and paste the example. Instead, rewrite it with a different focus that is appropriate to the criterion.

Details of the applicant’s teaching experience The applicant’s teaching practices and the resulting impacts on teaching and learning

Addressing the selection criteria – secondary teacher mathematics 15 Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 Sample 1: Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 Whilst I’m a confident all round secondary mathematics teacher, my passion and my strengths are certainly with teaching students mathematics extensions 1 and 2. I have taught mathematics extensions 1 and 2 for over 8 years. In my three years teaching mathematics extension 2 at Everly Road High School, each of my Year 12 students achieved a Band E3 or E4.

Teaching mathematics extension subjects can be challenging, however as a teacher who wants to see each individual thrive I incorporate various teaching methods and approaches to enhance learning and understanding. As an example I developed a suite of PowerPoint presentations for Complex Numbers, Polynomials and Mechanics which enabled students to visualise the concepts. Students also benefit from my active participation in extra-curricular activities, such as my presentation of an annual series of lectures for mathematics extension 2 students. I also actively mentor and teach fellow mathematics teachers, for example recently I presented a session at an Inter-School Mathematics Extension 2 Professional Development Day – a course designed for teachers new to teaching mathematics extension 2.

Sample 2: Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 I am qualified to teach all NSW courses in mathematics. My experience in mathematics extensions 1 and 2 includes:
  • Five years’ experience teaching mathematics extension 1, resulting in E3 and E4 HSC results for a majority of students
  • Successfully teaching the accelerated mathematics extension 1 course to prepare students to sit HSC exams during Year 11
  • Qualifications to teach mathematics extension 2, with ongoing professional collaboration with experienced colleagues who have had many years’ experience teaching mathematics extension 2 and proven capacity to prepare excellent lessons. Proven dedication to my profession, and a long history of developing student performance and attitudes in my classes, directly and clearly reflect my motivation and drive to be successful in whatever I set out to do.

Sometimes your statements addressing a particular criterion will require more or less space than statements addressing other criteria. It is not necessary to write the same amount for each criterion. The applicant’s relevant teaching experience and specific student results The applicant’s teaching practices and the resulting impacts on teaching and learning . The applicant’s qualifications and capacity to teach mathematics extension 2 The applicant’s relevant teaching experience and specific student results Summary statement

Addressing the selection criteria – secondary teacher mathematics 16 Sample 3: Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 As a mathematics teacher at Millertown High School, which has one of the highest numbers of mathematics extensions 1 and 2 students in the state, I have taught a mathematics extension 1 class every year since 2004 and a mathematics extension 2 class alternate years from 2005 onwards.

I have set mathematics extension 1 and extension 2 assessment tasks and Trial Papers, marked and provided effective feedback to students. My knowledge of the mathematics extension 2 course is demonstrated through my ability to anticipate and prepare students for the range of questions they are likely to encounter. As a result of combining this expertise with my own efforts, students in my classes have achieved outstanding academic results. Over the years that I have taught mathematics extension 2 classes at Millertown High School, band 4 results with the higher ability classes were consistently 90% and with the lower ability classes about 70%.

In 2009 I taught the top mathematics extension 2 student in the state. Sample 4: Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 Being a new scheme teacher I have not yet had much opportunity to teach mathematics extensions 1 and 2. I do however have a good grasp of the content as I recently completed the mathematics extensions 1 and 2 courses as a high school student (2007). In addition I have had opportunities through private tutoring and two of my practicums to tutor/teach mathematics extensions 1 and 2 content – including tutoring two students in mathematics extension 1 (through preliminary and HSC years) and assisting the HSC mathematics extensions 1 and 2 classes at Blue Hills High School during my five week practicum.

I taught a preliminary mathematics extension 1 class for 8 weeks during my internship at Main Street High School, which included setting and marking a key assessment task. Sample 5: Demonstrated capacity and skills and/or experience teaching mathematics extensions 1 and 2 Throughout my tertiary studies I enhanced my skills to teach mathematics extensions 1 and 2. As part of my degrees I completed a range of subjects requiring a high level of mathematical competency. The mathematical subjects in my education degree, partnered with those in my engineering degree which have a major focus on algebra and calculus, combined to give me a deep and broad exposure to mathematics and its application to real world situations.

My tertiary studies have given me the knowledge and confidence to teach mathematics extensions 1 and 2. I have been involved in one-to-one tutoring outside of school hours for the past six years, including students studying mathematics extension 1 and 2. My experience with the content of these courses is current and intimate, and I am enthusiastic and confident to participate in the teaching and learning of mathematics extensions 1 and 2 classes.

The impact of the applicant’s knowledge and experience on student results The applicant’s relevant teaching experience The applicant’s relevant skills and competencies The applicant’s relevant experience outside of a school setting The applicant’s relevant experience within a school setting The applicant’s relevant experience outside a school setting The applicant’s teaching practices and the resulting impacts on learning Summary statement The sample above is presented as one paragraph. Would you set it out this way? Or would you think about using dot points or a series of smaller paragraphs? Is it effective to start with a negative statement or would you change this?

Addressing the selection criteria – secondary teacher mathematics 17 Capacity to integrate technology into effective classroom practice Sample 1: Capacity to integrate technology into effective classroom practice As an experienced mathematics teacher I use technology to create an exciting environment that encourages and engages students in learning mathematics.  The Digital Education Revolution laptop is an excellent learning tool for students from Years 9-12. I have used the laptop for curve sketching and other mathematical applications in the classroom. As a specific example, I have put together lessons on graphing straight lines and parabolas for Years 9 and 10 mathematics with a specific focus on the integration of ICT.

This had a direct effect on generating a sense of real engagement through the classroom environment. I have also successfully utilised a range of textbook software to enhance classroom learning and provide enrichment and extension work to the more able learners as well as to assist the less able learners to reinforce mathematical concepts  The introduction of SMART board technologies and laptops, together with platforms such as Moodle and Study Wiz, has brought a fundamental shift in pedagogy and demanded significant changes to my approach to teaching and learning. I have worked with colleagues in a team-teaching and learning situation and in these situations have helped them with my knowledge of ICT, enabling them to feel more confident and competent with using technology as a learning medium  In junior and senior maths, I apply the principles of Quality Teaching relating to creative thinking and hypothesising (eg geometrical or algebraic proofs), logic (eg Euclidean geometry problems and Probability) and the cognitive skills associated with the transfer of data from algebraic to graphical form (eg coordinate geometry, conics, exponentials and interpretation of graphs).

I also regularly integrate the mathematics of physical phenomena with the principles of physics and cross-reference many mathematics extension 1 and 2 concepts for the benefit of students studying physics (eg rectilinear and simple harmonic motion, dynamics and circular motion)  I have undertaken training in Geogebra, a dynamic software package that strengthens students’ understanding of geometrical topics as well as graphs. I have since used Geogebra to enable students to make connections between the fundamental properties of graphs and their equations in algebraic form. Introductory statement addressing the criterion The applicant’s teaching practices and the resulting impacts on learning The applicant’s teaching practices and the resulting impacts on learning The applicant’s contribution to collegial learning

Addressing the selection criteria – secondary teacher mathematics 18 Sample 2: Capacity to integrate technology into effective classroom practice Information and communication Technology (ICT) can transform teaching and learning and help improve outcomes for all students. In my teaching I have extensively used technology in order to make classroom lessons more effective, informative and purposeful.  I have been using an interactive white board in my classroom for the last two years. I plan, prepare and deliver all my lessons using the SmartNotebook. I incorporate animations into lessons to engage and motivate students  I have strong knowledge and experience in implementing modern technological tools into effective classroom practice, having participated in workshops and programs on the use of interactive white boards, the creation of quality teaching and learning programs and elements of teaching such as connectedness, cultural background and higher order thinking  I have been involved in learning and introducing new technologies Web 2.0 tools such as Yammer, Edmodo, Animoto and Wiki which assist in preparation of assignments and interaction with the teaching and learning communities  I have attended workshops on Adobe Pro and Adobe Captivate and delivered the training about them to school staff on School Development Days  In my capacity as a relieving head teacher in 2011, I used technology in record keeping and storing results, marks and other important information on a common drive that helped teaching staff to reflect on classroom teaching.

I have prepared assessments and stored interactive lessons for Year 12 on the common drive for the use of other staff members. I have used the data from assessment tasks to determine marks/ranking and overall teaching outcomes, which has helped me to create class lists for the following year. I have analysed the reports to assess the outcomes to identify strengths and provide advice to enable improvement in areas of need  I updated the webpage for the mathematics faculty of the school  I have taught graphic calculator to senior classes. The topics on statistics and financial mathematics were learnt easily with the aid of a graphic calculator  I extensively used computer programs FORTRN 90, MATLAB and Maple while working on a research project at University of New South Wales.

As a teacher at Foundation High school, I will use technology to present lessons that are dynamic and engaging with maximum educational outcomes. It is important to think about the order in which you place your statements addressing the criterion. In this sample, the dot point about the graphic calculator (second from the bottom) is a strong statement against the criterion and should be much higher. The last dot point should also be higher as it specifically references the applicant’s competent application of technology (remember that this criterion is about ‘capacity’ as explained on page 9).

What other changes would you make?

Introductory statement addressing the criterion The applicant’s professional learning and contribution to collegial learning Concluding statement addressing the criterion The applicant’s teaching practices and the resulting impacts on learning The applicant’s teaching practices and the resulting impacts on learning Example of the applicant’s skills utilising technology

Addressing the selection criteria – secondary teacher mathematics 19 Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs Sample 1: Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs.

The Quality Teaching model has been a foundation of my planning and teaching implementation throughout my teaching career. It encourages me to place importance on knowing my students and their learning needs in order to best plan lesson sequences.

Applying the elements of deep knowledge and understanding, I am constantly proving relationships which connect central concepts in mathematics to students. The elements of problematic knowledge and higher order thinking applied correctly engage students and work well with mathematics lessons to allow students to address questions from multiple perspectives. Students respond to well-constructed and open ended questions with confidence  The elements of metalanguage and substantive communication apply strongly to mathematics and I frequently provide a commentary whilst teaching and also informally of the specialist language used in mathematics.

This allows students to become explicitly aware of the metalanguage and concepts which have created and surround mathematics. Learning outcomes are enhanced dramatically when these elements are used in teaching practice and I have seen the positive impact of this within my own teaching  As a Learning and Support Teacher, I co-ordinated the teacher’s aides on a daily basis to provide learning support to classroom teachers and students, organising special provisions, assessing students with learning difficulties and communicating frequently with staff and parents which has enabled me to effectively cater for diverse learners within regular classes  Through my studies I have gained extensive knowledge of mathematical techniques and students with diverse needs.

I currently incorporate effective numeracy and modification skills, where possible, within my teaching and learning programs. This educational connection on a daily basis has enhanced engagement and significance leading to improved achievement of student outcomes  Strategies I incorporate include various grouping structures, extension, modification and enrichment activities and the use of Bloom’s Taxonomy in the creation of tasks. These strategies encourage student self-regulation, originality, problem solving and higher order thinking, leading to students realising their potential and producing work to an exceptional standard.

Introductory statement addressing the criterion The applicant’s teaching practices and the resulting impacts on teaching and learning

Addressing the selection criteria – secondary teacher mathematics 20 Sample 2: Capacity to plan and deliver engaging lessons that integrate the Quality Teaching model and maximise learning outcomes for students with diverse learning needs. For several years, I have been part of a whole school focus developing lessons and assessments using the Quality Teaching model, which has been incorporated into my teaching as follows:  The intellectual quality of my lessons is apparent whereby my students are able to explore relationships between mathematical concepts. My students are required to show meaningful understanding by explaining and justifying, and generalising from the specific.

Over the past 6 years, students from my mathematics extension 2 classes have successfully contributed informative and thought provoking presentations at inter-school Talented Students Mathematics Extension 2 Presentation Days  Knowledge is not fixed and can be constructed from a variety of viewpoints. My students are encouraged to address multiple ways that a problem may be solved by its open-ended nature. There are opportunities for discussion with others or with the teacher. Rich tasks are used to promote higher-order thinking which combines facts and ideas to explain, interpret and make conclusions.

Questioning techniques which require students to go beyond simple recall of facts (categorising, analysing, synthesising, evaluating) are used to deliver engaging lessons  A quality learning environment is established through high expectations. My lessons encourage and reward demonstrated learning. By differentiating the curriculum, rich problems are chosen to involve and challenge students of all abilities, delivered in a mutually respectful environment. My experience in teaching a Year 11 and Year 12 composite 2 unit and mathematics extension 1 class is an example of where I have demonstrated success in differentiating the curriculum.

This success can be measured through the excellent HSC results achieved by those students in this composite class  The use of real life problems or hypothetical real life situations links mathematics with human purposes, an aspect of the third dimension of the Quality Teaching model – significance. This is evident in my lessons, for example, in teaching the FM2 topic in general mathematics, where students research financial data using the internet such as the site http://www.asx.com.au/, newspapers or other financial resources.

Introductory statement leading to supporting statements The applicant’s teaching practices and the resulting impacts on teaching and learning

Addressing the selection criteria – secondary teacher science 21 Addressing the selection criteria – secondary teacher science The most important thing you must do in your application is address the selection criteria. This will demonstrate how your specific skills, knowledge and abilities make you a candidate who the selection panel wants to interview for the advertised role. This will be entered at Step 7 of the online application process at jobs.nsw.

Below is an example of selection criteria for a science teacher position at a secondary school. The example has four criteria but there could also be fewer or more, as an advertised position does not have a fixed number of criteria. It is important to address each one separately and not leave any out. Be aware that you can use the same example under different criteria, but presented from a different perspective or with a different emphasis. Don’t forget, if you are a new scheme teacher you could use examples from when you completed your practicums or internships, or from your temporary teaching experiences.

Selection criteria Approval to teach physics, chemistry and science Years 7-10. Skills and/or experience catering for gifted and talented students. Demonstrated communication and interpersonal skills with the capacity to work with students, parents, teachers and staff. Capacity to contribute to both faculty and whole school programs.

For this position there are four separate criteria to be addressed. 1. Approval to teach physics, chemistry and science Years 7-10 You will receive your approval to teach when you meet the requirements set by the NSW Department of Education and Communities. New scheme teachers will also need to satisfy the requirements set by the Board of Studies, Teaching and Educational Standards (BOSTES). For more information see: http://www.dec.nsw.gov.au/about-us/careers-centre/school-careers/teaching/y our-teachingcareer/trained-teachers/apply-to-teach You might think that there isn’t much to say for this criterion, other than the fact you have your approval to teach.

This is not the case. To impress the panel you need to give some detail about your teaching experience and practices, and demonstrate your knowledge and understanding of quality teaching. This is also where you could select examples from your experience that are relevant to the needs of the school at which you are applying for a position.

Have a look at the samples on page 23, and start to think about your experience and the examples you could use. To access the document Quality teaching in NSW public schools, please go to: https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf

Addressing the selection criteria – secondary teacher science 22 2. Skills and/or experience catering for gifted and talented students Note that this criterion says ‘and/or’, meaning that if you do not have experience catering for gifted and talented students you can discuss how your skills make you able to teach these students.

Under this criterion you could outline: o how your skills make you able to successfully teach gifted and talented students and/or o your actual experience teaching gifted and talented students. Information regarding Gifted and Talented education can be found at: http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/ ust3elctr.pdf http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/ ust3beach.pdf 3. Demonstrated communication and interpersonal skills with the capacity to work with students, parents, teachers and staff This criterion uses the word ‘demonstrated’, which means you need to demonstrate (provide evidence) that you have these communication and interpersonal skills.

The word ‘capacity’ is then used to show that you need to demonstrate that you CAN work with students, parents, teachers and staff. You do not have to show that you HAVE worked with students, parents, teachers and staff. However, if you can show that you have successfully communicated with students, parents, teachers and staff you should include that information here.

4. Capacity to contribute to both faculty and whole school programs A faculty program is one which impacts on the entire faculty (such as the English faculty) and not just your class. A whole school program is one which impacts on all students at the school, and may include things like running a whole school physical activity program, an anti-bullying and resiliency program, or a whole school numeracy program. ‘Capacity’ means you have the necessary skills or qualities to run programs such as these, but may not be able to discuss instances where you have demonstrated this in a significant way (such as in a faculty or school situation).

If you are unsure about the meaning of any criterion, seek clarification from the contact person whose details are given in the advertisement. Let’s have a look at some samples of how other people addressed these criteria. We’ll look at one criterion at a time. The samples offer different strengths and weaknesses in terms of the information included. While you are reading the samples, think about what is effective but also how they could be improved. Are the criteria strongly addressed? Are examples given and results stated? Note also that each sample may not follow the exact form of the other samples.

There are dot points, paragraphs, words or phrases in bold, italics, variations in spacing, introductory and concluding statements. In terms of setting out, you may choose which way you’d like to address the criteria.

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